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In a Teach-Test-Teach (TTT) lesson, the aim is to introduce pupils to new language concepts or reinforce existing ones. To begin, the teacher will briefly introduce the topic of the lesson to ensure that the pupils get the gist of what they will learn. Then, the teacher will continue with a test by providing an activity that incorporates the learning objectives to check their understanding of the lesson. Following the test phase, the teacher proceeds to teach the pupils the aspect they struggle with. This may involve explaining new vocabulary, demonstrating grammatical structures, or providing examples. Additionally, the teacher may extend the lesson with an extension activity to test their final understanding of the lesson. This time, the pupils are assessed once again through various activities to assess their comprehension and application of the lesson.

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The Presentation-Practice-Production (PPP) framework is known for its structured approach, making it particularly effective for teaching language for English as a Second Language (ESL) classrooms. With its predictable steps, it offers a scaffolded learning experience, allowing pupils grasp new concepts at a manageable pace. This structure is crucial as ESL learners need clear guidance to acquire language skills like listening, speaking, reading, and writing effectively. Through systematic presentation and practice, pupils are guided towards a solid understanding of language structures. Most importantly, the PPP approach integrates real-life language contexts, ensuring that pupils can apply what they have learned in meaningful ways. Each lesson culminates in productive skills practice, such as speaking, enabling pupils to use the language they have acquired in a memorable and purposeful manner.

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The Engage-Study-Activate (ESA) method of teaching is a versatile approach suitable for various lesson contexts. In the "Engage" phase, pupils are encouraged to actively participate and use the target language, fostering interest and motivation. This initial engagement primes them for learning and sets the stage for the "Study" phase, where the main language point is introduced and explored. This phase can be done through presentations, discussions, and interactive activities to help pupils delve deeper into understanding the language concepts. Finally, in the "Activate" phase, pupils apply their newfound knowledge in tasks or activities that promote fluency and practical usage.

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In Task-Based Approach (TBA) lessons, activities revolve around engaging tasks that promote meaningful language use. Tasks such as preparing a debate, designing graphic organiser, or planning a trip using a timetable are examples of suitable activities. These tasks should capture pupils' interest, focus on meaning rather than rote memorization or form accuracy, and have clear goals and outcomes. In a TBA lesson, there are distinct stage:

1. Pre-task: Where the topic is introduced and instructions for task are given.

2. Task: It can be completed in pairs or groups.

3. During task: A stage where planning and practice take place.

4. Post task: Outcome and feedback take place.

Through this structured approach, pupils engage meaningfully with language in real-world contexts, enhancing their language skills effectively.

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Unlike the other types of lesson plan, Content-Based Learning (CBL) approach does not state any specific stage for lesson planning. It emphasizes more on content delivery by the teacher and learning through real-world scenarios. CBL centers around understanding and solving real-world scenarios. It also encourages deep engagement as pupils analyse and connect the knowledge from the lesson into real-world context. This approach facilitates discussions, provides guidance, and supports pupils' learning. Its aims are to develop critical thinking skills, problem-solving abilities, and application of knowledge in real-world context.

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PPP: Structured around "Presentation", "Practice", and "Production" stages, guiding pupils through understanding and using language.

ESA: Comprises "Engage, Study, and "Activate phases, fostering interest, exploring language, and promoting practical usage.

TTT: Organised into "Teach", "Test", and "Teach" phases, focusing on introducing, assessing, and reinforcing language concepts.

TBA: Features "Pre-task", "Task", "During task", and "Post task" stages, emphasising engagement, task completion, and reflection.

CBL: Lacks a specific stage-based structure, prioritising content delivery and real-world application over predefined stages.

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PPP: Emphasises presentation and practice of language structures, leading to independent production.

ESA: Balances engagement, exploration, and practical usage of language.

TTT: Primarily focuses on introducing, assessing, and reinforcing language concepts.

TBA: Centers around engaging tasks that promote meaningful language use and real-world application.

CBL: Concentrates on content delivery and application in real-world scenarios, fostering critical thinking and problem-solving.

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PPP: Involves structured activities with teacher guidance, leading to independent language production.

ESA: Encourages active participation in engaging activities throughout the lesson.

TTT: Combines teacher-led instruction with pupil assessment and reinforcement activities.

TBA: Promotes engagement through meaningful tasks and collaborative activities.

CBL: Fosters deep engagement as pupils analyse and connect lesson content to real-world contexts.

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PPP: Primarily involves teacher-led presentation and practice activities.

ESA: Requires the teacher to facilitate engagement, exploration, and practical application of language.

TTT: Involves teacher-led instruction, assessment, and reinforcement of language concepts.

TBA: Requires the teacher to guide pupils through task completion and reflection.

CBL: Facilitates content delivery, discussions, and application of knowledge in real-world contexts.

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PPP: Aimes to develop understanding and proficiency in language structures.

ESA: Aims to foster interest, comprehension, and practical usage of language.

TTT: Aims to introduce, assess, and reinforce language concepts.

TBA: Aims to promote meaningful language use, task completion, and reflection.

CBL: Aims to develop critical thinking, problem-solving, and application of knowledge in real-world scenarios.